more time is spent planning and creating the resource library of materials
curriculum is combined with authentic tasks, issues, and problems that are aligned with real-world concerns
students and the instructor become colearners, coplanners, coproducers, and coevaluators as they design, implement, and continually refine their curricula
Units and Lessons may run longer based on time for student creation and exploration
Instruction
classrooms are noisy - controlled chaos
students work often in collaborative teams to accomplish tasks
there isn't a pre-established "right answer"
students structure their own approach to acquiring and using information to solve problems
student should feel free to say whatever comes to mind, any ideas or comments, no matter how unsophisticated it might seem
Clear Classroom Management and Structure
More time spent observing and monitoring classroom than delivering content
no standardized objective tests, lectures, or routine and well defined assignments
Assessment
assessment is not separate from instruction: students are constantly assessed through observation, reflection, etc.
Presentations of final creations are used as final assessments
focus is on HOW the learning is done
rubrics are skills based*
Feedback
1:1 feedback and personal attention is possible
help students monitor themselves, monitor your own progress, and devise goals for improvement for all involved
peer review, presentations and constructive criticism from all involved completes each project/ lesson
panels of experts and community members give students the opportunity to expand their audience and get feedback from outside sources
grades on projects are based around skills (each skill getting a different grade) and averaged for a final score
Rubrics and Skills*
Rubrics help define “quality”for both instruction and student work. Setting clear goals at the beginning of developing a lesson and linking those goals to how learning will be assessed can keep both teacher and student on track. Rubrics can also help students become more thoughtful judges of the quality of their own and others’ work. Give students a target and they WILL hit it!
When rubrics are used to guide self- and peer-assessment, students become increasingly able to spot and solve problems in their own and one another's work. Repeated practice with peer-assessment, and especially with self-assessment, can increase students’ sense of responsibility for their own work. Rubrics can also provide students with more informative feedback about their strengths and areas in need of improvement. Rubrics may make the job of explaining how certain “grades” were given easier. Rubrics spell out criteria that are needed to successfully complete a project.
And let's not forget parents! Rubrics easily allow parents to understand their child's strengths and weaknesses as well.
.
Rubrics and Skills*
Rubrics help define “quality”for both instruction and student work. Setting clear goals at the beginning of developing a lesson and linking those goals to how learning will be assessed can keep both teacher and student on track. Rubrics can also help students become more thoughtful judges of the quality of their own and others’ work. Give students a target and they WILL hit it!When rubrics are used to guide self- and peer-assessment, students become increasingly able to spot and solve problems in their own and one another's work. Repeated practice with peer-assessment, and especially with self-assessment, can increase students’ sense of responsibility for their own work. Rubrics can also provide students with more informative feedback about their strengths and areas in need of improvement. Rubrics may make the job of explaining how certain “grades” were given easier. Rubrics spell out criteria that are needed to successfully complete a project.
And let's not forget parents! Rubrics easily allow parents to understand their child's strengths and weaknesses as well.